Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Along with increasing local and global multiculturalism, many scholars are interested in understanding how multicultural children negotiate their identity and their ideological becoming in the sociocultural environment. This study (delves into) one 9-year-old Canadian-Korean boy’s understanding of his identity as a multicultural child while living in Seoul, South Korea. I used Bakhtin’s dialogic theory of language in this inquiry. I also used a narrative case study methodology to understand the diverse ways that he represents his sociocultural worlds by recounting his events or actions within and across cultures. I interviewed him in an in-depth way for three months. The main results were as follows. First, identity is a continuous, enacted, and negotiated process of becoming in different spaces and places. Second, one’s identity is strongly influenced by languages that one uses within his sociocultural contexts. Third, a child can be an active inquirer who voluntarily expresses, voices, and represents his diverse identities. These findings suggest that understanding a 9-year-old Canadian-Korean boy’s dynamic identity construction as a multicultural child is an important way to understand his diverse positionings, values, and beliefs in his social world. More qualitative inquiries of multicultural children and their voices are needed to better understand how multicultural children perceive, negotiate, and construct their identity in multiple sociocultural environments.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it